Proceedings of 2014 Zone 1 Conference of the American Society for Engineering Education (ASEE Zone 1)

An Innovative Approach to Teaching An

Undergraduate Electromagnetics, Antennas and
Propagation Course
Paul Crilly
Department of Engineering, Electrical Engineering,
U.S. Coast Guard Academy, New London, CT
Paul.B.Crilly@uscga.edu
Abstract In this paper an innovative approach is taken to
teach electromagnetics (EM), antenna theory and signal
propagation to undergraduate students. The method relies on
hardware design and implementation projects that reinforce
the underlying theory, enable the student to gain practical
insight into the various EM topics, and ultimately provide the
student with a working knowledge to analyze, problem solve
and engineer EM systems. Topics include the basic EM
theory, electromagnetic compatibility (EMC) and interference
(EMI), transmission lines, antennas, phased arrays, and
wireless propagation. Projects range the prosaic EM
experiments to more open ended design with multiple possible
solutions.
Index Terms experiential learning, laboratory
development, electromagnetics education, antenna and
propagation education
I. Introduction
A previous paper [1] discussed the increasing necessity of
having electromagnetics (EM) and antennas coverage in the
undergraduate electrical and computer engineering (ECE)
curriculums despite the fact that most ECE curriculums are
increasingly crowded with much of the usual and/or currently
hot topics. However, like circuits, EM is fundamental to
electrical engineering (EE) and needs to be covered. For
example, electromagnetic compatibility and interference
(EMC/EMI) is often the critical element for successful product
design. Furthermore, in todays world of wireless
communication and high speed digital circuits, it is imperative
that the ECE graduate have a good working knowledge of EM
systems, antennas, and signal propagation. Many times the
most challenging problems facing the designer are EM issues
and not software. At the same time however, EM theory is
perceived to be too theoretical, arcane and mathematical for
todays generation of undergraduates. Some of these
perceptions have merit. For example, what good is it for a
student to do calculations using the curl operator, when they
cannot engineer a solution reducing undesired EM radiation or
understand why undesired pulses occur on board traces that
happen to run parallel to other traces carrying large switching
978-1-4799-5233-5/14/$31.00 2014 IEEE

currents? EEs should know why HF, and not VHF signals
propagate across oceans, why only local broadcast AM signals
are heard during the day, and the technical versus regulatory
considerations that dictate why UHF and not HF signals are
used for the wireless cellular phone system.
There is a great deal of interest and work being done to create
a more student friendly EM instructional experience. Selvan
[2] addresses student centered EM instruction; Mukhopadhyay
and Pinder [3] addresses the inherent difficulty of teaching
EM, and Crilly[1], Xie, Liang and Wang [4] present
laboratory based EM instruction methods. Rao [5], Iskander
[6], and Raida [7] addresses EM instruction using technology;
Zhou [8] uses the seminar approach to EM education.
This paper will present a project oriented approach to teaching
EM, antennas and radio frequency propagation that is
currently being done for the EE program at the United States
Coast Guard Academy (USCGA). The current course at the
USCGA covers, but hopefully uncovers basic EM theory,
antennas and propagation. The main points are as follows: (a)
Coverage starts with the operation of the half-wave dipole to
illustrate how an accelerating electron causes a radiated EM
field. This is reinforced by a demonstration to quickly dispel
the notion that ordinary circuit theory can adequately explain
the behavior of distributed parameter systems. (b) This is then
followed by transmission lines and then classical EM theory,
antennas and propagation. (c) The lecture material is
augmented by eight labs. (d) Increased emphasis on how EM
theory can be used to solve modern electrical engineering
problems such as multipath interference, EMC/EMI, and wave
travel through lossy media. (e) The design, construction and
testing of dipole and Yagi antennas, and (f) the design,
analysis and implementing of phased arrays. Much of the
traditional mathematical content and theory of the course is
retained but the focus is on the understanding of Maxwells
equations and how they can be used to solve practical
engineering problems. In other words, what can you do with
all this arcane physics and mathematical theory?
A strong aspect of our course includes real world situations
that include the following: (a) what are the challenges with
underwater communications, (b) why is a Yagi antenna

directional, (c) why isnt polarization critical for short wave

broadcasts versus VHF-FM broadcasts, (d) in addition to its
directivity, why is the physical size of an antenna important,
(e) for a given application, what frequency band is
appropriate, (f) what are the advantages and disadvantages of
coaxial cable as compared to other types of transmission lines
and media, (g) what factors affect antenna efficiency, and (h)
what are the sources of noise, and what are feasible means to
maximize signal-to-noise ratio?
What has often been forgotten in many of todays research
intense engineering programs is that engineers engineer, build
and then re-engineer to improve their design! Most
engineering students go into the field because they want to use
their creativity to build, test and then make things work. And
if their design doesnt work as intended, then go back and do
what it takes to make it work. Hence the strong interest of EE
students in such areas as mechatronics, embedded systems,
and software design. EM and antenna systems should not be
the exception.
II. Lectures and class demonstrations
A. Lectures
The lecture material pertinent to EM theory, transmission lines
and to some degree antennas is primarily based on the
textbook by Ulaby, Michielssen and Ravioli [9]. To help with
some of the fundamental concepts or provide a different
perspective of vector calculus, we use a monograph book by
Fleisch [10]. To augment the text for antenna theory, we use
Krauss [11], and the Silver [12]. For propagation theory we
use Jordan and Balmain [13], Silver [12] and Nichols [14].
Ulaby, Michielssen, and Ravaioli [9] cover the necessary
theory to prepare students for more advanced courses on EM,
and yet in a user friendly manner. The textbook has good end
of chapter problems. Fleisch [10] provides down to earth
treatment of Maxwells equations, and their associated math
and has good end of chapter problems. The solutions are
posted on a web site. Student response to the Ulaby textbook
is largely favorable. Students who take this course have
already had physics and vector calculus and therefore, we
emphasize engineering problem solving rather than physics.
B. Class Demonstrations
Dipole current profile - On the first day of class, we
demonstrate that dipole antennas do in fact carry an RF
current sufficient to power a set of light bulbs. Figure 1 shows
a half wave dipole with incandescent light bulbs (resistors)
that are placed periodically along its length. When the
transmitter outputs power to the dipole, the bulbs closest to the
feed point are brightest and as you get further from the feed
point, the current decreases causing a similar decrease in bulb
brightness. This brightness profile matches the theoretical

current profile of a half wave dipole.* Even more profound

however is that students see light bulbs turning on when there
is no return path for the current. This goes against what
theyve learned in circuit theory and therefore, they get a
better appreciation of EM and distributed parameter systems.

Figure 1. Current profile for a half wave dipole.

Standing wave ratio (SWR) - To illustrate standing waves and
how we can measure SWR and wavelength, we do a slotted
line demonstration. This consists of a 1 meter long slotted
line, moving sensor and voltmeter. The slotted line mimics a
coaxial transmission line. The sensor consists of a wire probe
that runs slightly above, but does not touch the center
conductor. The wire probe is fed to an envelope detector
circuit that converts the RF voltage to a DC level where it is
observed on a DC voltmeter. As we slide the sensor along the
slotted line, we readily observe how the voltage magnitude
varies as a function of distance from the feed point. The
variation in voltage levels is indicative of the SWR; the
physical distance between peaks and/or valleys is a function of
the wavelength and then from wavelength, we calculate
frequency. By varying the load types, it is relatively easy to
demonstrate that a terminated line will have less voltage
variation, hence lower SWR than an open or short circuited
line. A one meter slotted line was chosen since most
laboratories have signal generators that can reach 400 MHz
and thus at least one peak and valley can be observed.
Noise sources - Another demonstration seeks to illustrate
noise sources of HF and VHF communication. With a HF
receiver it is readily observed how the background noise goes
away when the antenna is disconnected, thus demonstrating
that the channel, not the internal electronics, is the main noise
source. On the other hand, doing the same experiment with a
VHF or UHF receiver, there is no change to the background
noise, and thus the noise source is in the receiver electronics,
not in the channel.
Ionospheric propagation - To illustrate the effects of
ionosphere propagation, we use a short wave receiver to pick
up AM broadcast and short wave signals. The effects of the Dlayer absorbing signals below 5 MHz are readily observed
*

When a coaxial line is used, only lights connected to the center conductor
are illuminated.

such that during the day only local AM stations are heard
whereas at night, stations from across the continent are heard
via ionosphere refraction. Furthermore during the day if we
listen to signals in the 14 MHz range, well above frequencies
where the D-layer absorbs signals, overseas stations are
readily heard. Finally, to illustrate the maximum useable
frequency (MUF) we demonstrate how NIST (WWV)
broadcast signals are readily heard at 10 MHz, but not
necessarily at 20 MHz.
Parasitic elements - To demonstrate parasitic capacitances
and inductances in circuit elements we first take a coil of wire
and determine its resonant frequency. For example, a 36 turn
coil at 2 inches in diameter has a resonant frequency of
approximately 1.5 MHz. This shows that the parasitic wire
capacitance due to the spacing between turns enables the
supposedly pure inductor to actually be a parallel LC circuit.
A second demonstration is terminate a 50 ohm transmission
line with a 50 ohm resistor where at 1 MHz acts as a pure
resistive load (ie. an SWR 1:1 ), but as the frequency is
increased, say to 50 MHz, the non-zero length of the resistor
starts to act like a series RL circuit resulting in a SWR
significantly greater than 1:1.
Phased arrays We first derive the mathematical expression
for the sinc(x) far field radiation pattern for an 8 element
phased array system. The end result of the derivation is a large
peak or main lobe at the horizontal center of the array (i.e. an
arrival angle of 90 degrees or x = 0 ) and smaller peaks and
nulls at each side of the center (i.e. other arrival angles and
thus positive and negative values of x). The demonstration
apparatus consists of an array of 8 speakers spaced n/4 apart
and driven by an audio signal. When all the speakers are
driven simultaneously, the audience readily observes the main
lobe at x = 0 but even more profound is they observe the nulls
(i.e. no sound) as they move back and forth along the
horizontal distance in front of the speaker array.

using the sharp lobe of a Yagi antenna. First the student

constructs an LC circuit using a multi-turn coil of
approximately 8 inches in diameter mounted on a piece of
wood 5 X 5 The resonant frequency is set to the desired
AM stations carrier frequency. Another set of turns is
overlaid on the coil (i.e. to make a transformer) which then
connects to a portable spectrum analyzer. At one location, the
student rotates the loop to look for the null in the stations
carrier impulse. The null bearing is then plotted on a map
using a compass and ruler. The students can use a portable
GPS to determine the loops location. Note most students use
their smart phones with built in GPS and map apps for the
bearings. The student then repeats this process but at some
distance away. The AM station is located where the two
bearings intersect. Because the AM stations location is
published in the FCC data base, the students have a basis of
comparison for their measurements.
Electromagnetic compatibility This relatively simple
experiment illustrates how radio frequency interference can
corrupt logic signals. As illustrated in Figure 2, we connect a
of 24 inch length of RG-58 coax from the 0-3 volt, 1 kHz
square wave obtained from an oscilloscope test output to a
scope input. We then take an 8 inch length of RG-8 coax
cable shield, slip it over the RG-58 cable and then connect the
RG-8 shield to a 10-20 MHz sinusoidal source. The 10-20
MHz interference is readily observed on the 1 kHz square
wave. If we then clip on ferrite chokes over the RG-58s inner
conductor, the RF interference is sharply attenuated. As an
alternative to this non-invasive approach to interference
reduction, we have the student connect a 1 H inductor in
series with the RG-58 inner conductor and observe the
attenuation of interference.

III. Labs and Design Projects

The laboratory component of the course initially consists of

short experiments and then progresses to an antenna capstone
project whereby the student has to design, build, and test an
antenna that meets a specified set of requirements. The
equipment we use consists of the following: (a) Agilent
9912A Field Fox analyzer, (b) a 0-20 MHz waveform
generator, (c) 300 MHz oscilloscope, and (d) MJE-259 SWR
Analyzer/RF source and (e) Byonics Microfox, a 144 MHz
intermittent signal source). The 9912A serves as a spectrum
analyzer, signal source, SWR analyzer, and time domain
reflectometer.
A. Lab experiments to augment lecture material
Resonant circuits and direction finding The goal is to
locate a local AM station using the relatively sharp null point
of a resonant loop antenna. Later on, they will do direction

Figure 2. Equipment and setup for the EMC experiment.

Transmission line faults and losses The Agilent 9912A
Field Fox has a time reflectometry mode that can be used to
determine the length of a cable and where any faults are
located. We can also use the 9912A to measure cable
attenuation. In this lab, we provide the students with several
lengths of RG-58 and RG-213 cables and have them measure
their lengths, losses, and locate any faults, if any, in the cable.

This lab also provides the student a better appreciation of what

is meant by velocity factor. Given the various cables, the
student then calculates the loss per kilometer and the
determines how much power is lost for a 100 meter cable, and
an input power of 100 watts.
Cross- talk due to adjacent electric fields In this lab we first
show how cross-talk can occur between densely packed
circuits carrying high frequencies signals, and how it can be
remedied by a grounded shield between the aggressor and
victim circuits. Using standoffs we mount four parallel
wirest on a board. The first two wires will be the aggressor,
and the second two the victim. Their length is 2 meters. The
two inner wires will be carrying the aggressor and victim
signals and the two outer wires are the return paths to ground.
The aggressor circuit is terminated with a 100 k resistor and
both ends of the victim lines will be connected to 100 k
resistors. The spacing between the aggressor and victim line
pairs is adjusted to vary between 0.5 and 14 cm. A function
generator whose frequency will vary between 1 kHz to 20 kHz
is connected to non-terminated end of the aggressor circuit
and then a scope is used to measure the signal on the victim
lines at various generator frequencies. For a fixed aggressor
versus victim spacing, the student then plots the victims
voltage versus frequency. Next, we fix the frequency, and
then repeat the experiment except we vary the spacing and
plot the victims voltage versus spacing. Because the crosstalk is due to capacitive coupling, the voltage level of the
victim should increase with increasing frequency and
decreasing spacing between the aggressor and victim circuits.
Finally, to emulate the effect of coaxial cable shielding in
reducing cross-talk, we repeat the above four experiments
except with a grounded metal shield between the 2 signal
wires. The level of cross-talk should be significantly reduced
thus making the point that shielding reduces cross-talk.
Impedance matching with stubs In this experiment we seek
to show how a length of open or short circuited coax can be
used to create an inductor or capacitor and then to use these
reactors to cancel out load reactances. Hence, stub matching.
We have the MFJ-259 SWR analyzer/signal source feed a
transmission line that is terminated with a reactive dummy
load. At some point before the load, there is a T connector to
enable a connection to a parallel stub. The SWR is then
measured and recorded. Note MFJ-259 will also indicate the
type of the reactance at the load. The student then designs a
shorted or open circuit stub that will cancel out the reactance.
Again velocity factor has to be taken into account. The stub is
then trimmed to the point where the SWR and overall
reactance is then minimized.

259 SWR analyzer and/or the 9912A, the student can readily
see how the absence or oversupply of radials affects the SWR.
Figure 3 shows one way to measure the radiation pattern.
Note, in order for measurements to match simulated results,
they should be done on an open field.

Figure 3. Antenna radiation pattern measurement setup using

the Agilent 9912A.
B. Capstone Design Antenna Project
Yagi simulation and design The mini capstone experience is
for each pair of students to design a directional antenna
subject to some constraints. They first have to simulate their
design and then when constructed, they can use the scheme of
Figure 3 to measure its radiation pattern. Typically students
implement a Yagi, using readily available PVC pipe and
copper or brass wielding rod. If their antenna is constructed
using the popular gamma match and is coax fed, they also
learn that the measured radiation pattern may not be
symmetrical.
Yagi antenna, direction finding and the fox hunt One of
the fun parts of the course is to use their newly constructed
directional antenna to locate a fox. The fox is a Byonics
Microfox which puts out a low power 144 MHz intermittent
signal. As already stated, direction finding is based on the
relatively sharp lobe of their Yagi. As an alternative to
finding the hidden fox, the students could design a directional
antenna for a local FM broadcast station and then locate it
using their Yagi in a similar manner to what was done for the
AM station, except that the bearing is based on the signal
peak, not the null.
IV. Conclusions

Vertical antennas The first antenna project is to simulate,

construct and then test a /4 wave vertical antenna. Simulation
software can be the Numerical Electromagnetic Code (NEC)
supplied by the ARRL antenna handbook [12], other NEC
simulation programs available online, or some commercially
available finite element simulation programs. Using the MJE-

A project oriented and comprehensive antennas and

propagation course has been taught for the past two years at
the USCGA. Student response has been positive and the
course content and laboratory projects continue to be updated.

Acknowledgements

The author would like to thank Mr. Zach Crane for his work
on developing experiments for signal interference and cross
talk between conductors, Dr. Richard Hartnett on his ideas
concerning using speakers to emulate a phased array antenna
system and Dr. Melissa Meyer for her ideas on making EM
theory more enjoyable to undergraduates.
References
[1] P.B. Crilly, A novel approach to teaching an undergraduate
electromagnetics, antennas and propagation course, presented at the
2013 ASEE NE Section Meeting, Norwich University, March 2013.
[2] K.T. Selvan, What is student centered electromagnetic instruction?
[Online]. Available: www.ieeeaps.org/pdfs/Studentcentered%20EM%20instruction.pdf
[3] S.C. Mukhopadhyay and D.N. Pinder, Teaching engineering
electromagnetics to information and communication engineering students
at Massey University, [Online] Available:
http://itee.uq.edu.au/~aupec/aupec03/papers/012%20Mukhopadhyayfull%
20paper.pdf
[4] H. Xie, Y. Liang, and Q. Wang, A laboratory measurement method of
radiation pattern, New York: Springer-Verlag, 2012.
[5] N.N. Rao, PC-Assisted Instruction of Introductory Electromagnetics,
IEEE Tran. Educ., vol. 33, pp. 51-59, Feb. 1990.
[6] M.F. Iskander, Technology-Based Electromagnetic Education, IEEE
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[7] Z. Raida, Internet Support of Education in Antenna and Microwave
Techniques, [Online]. Available:
http://ieeexplore.ieee.org/xpl/abstractKeywords.jsp?arnumber=4569883.
[8] Z. Zhou, Seminar-Based Electromagnetics Education,
http://www.ieeeaps.org/pdfs/Student-centered%20EM%20instruction.pdf
[9] Ulaby, F. , Michielssen, E., and Ravaioli, U., Fundamentals of Applied
Electromagnetics , 6th Ed., Upper Saddle River, NJ: Prentice-Hall, 2010.
[10] Fleisch, D. A Students Guide to Maxwells Equations, Cambridge,
2008.
[11] Krauss, J., Antennas, New York: McGraw-Hill, 1988.
[12] Silver, H., The ARRL Antenna Book, Newington, CT: American
Radio Relay League, Newington, CT, 2011.
[13] Jordan, E, and Balmain, K., Electromagnetic Waves and Radiating
Systems, 2nd ed. Prentice-Hall, Englewood Cliffs, NJ, 1968.
[14] Nichols, E. Gimme an X, Gimme an O, Whats That Spell? Radio,
QST, Dec. 2010.